Archive: Education Setting

“Educating for Water Resilience in the Context of Climate Crisis”—Journal of Sustainability Education Special Issue Released for United Nations World Water Day 2020

By Amanda Bielawski

This editorial overview provides an introduction to this special Journal of Sustainability (JSE) issue devoted to water and climate change, which is being released during United Nations World Water Day 2020. The article contextualizes some of the water security risks that are exacerbated by climate change, such as increasing floods and droughts. This piece further provides a brief overview of the articles in the special water and climate issue of the JSE.

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Words for Water

By Mary Dougherty

This photo essay is an excerpt of a longer work, Words for Water.

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Seeing Water Through the Trees: Maasai Activists in Kenya Among Indigenous Leaders Worldwide Calling for Upstream Forest Conservation as Nature-Based Solution for Downstream Water Security Amidst Climate Crisis

By Amanda Bielawski

Abstract: This article posits that Maasai Indigenous activists’ call to save Kenya’s Mau Forest Water Tower for its ability to protect downstream water security has emerged as an environmental-policy microcosm illustrative of globally surging interest in such Nature-Based Solutions (NBS).  Through an analysis of the Mau Forest issue, a series of United Nations Development Programme case studies, and increasing inclusion of NBS for water at recent global policy events such as the United Nations General Assembly and World Economic Forum, this article suggests that a new water infrastructure policy paradigm appears poised to increase implementation of NBS-informed by Indigenous and Traditional Ecological Knowledge (ITEK). The potential of this paradigm shift is illustrated by the North American Indigenous Mi’kmaq concept of Two-Eyed Seeing, which encourages the synthesis of solutions from both western-emanating Scientific Ecological Knowledge (SEK) and ITEK on a path toward positive social-ecological outcomes.

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Dissecting the Average Shower and Its Impact on the Planet: An Invitation to Collaborate — Part Two: The Recirculating-Shower Design Elements

By Linda Pope

Abstract: Part Two of a two-article series describes water conservation through graywater use and rainwater harvesting. Sustainable methods of heating water for a recirculating shower, and potential methods for water filtration and purification are presented. Also addressed is the feasibility of sustainable showering alternatives. An opportunity for educators and students to collaborate in the development of an off-grid recirculating shower is provided as well.

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Dissecting the Average Shower and Its Impact on the Planet: An Invitation to Collaborate — Part One: Human Water Usage and Global Impact

By Linda Pope

Abstract: Part One of a two-part article outlines a brief history of showering and questions current showering practices. Current global levels of water use and availability are discussed, plus water use in the United States, relative to Americans’ frequency of showering. The energy requirements for cities to provide clean water is outlined as well as the carbon dioxide emissions that are subsequently released during water delivery and wastewater disposal. In Part Two, water conservation through graywater use and rainwater harvesting is described, and sustainable methods of heating water are offered. Possible methods for water filtration and purification are presented. The feasibility of alternatives for a more sustainable shower is addressed. Both articles conclude with an invitation to students and instructors to collaborate with the author to construct a prototype of an off-grid recirculating shower.

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In search of “We the People” in Light of Plato’s “Allegory of the Cave”

By Helen I. Lepp Friesen

Abstract: In this article, I view Alvarez Armando’s “We the People” sculpture in Gallup, New Mexico, through the lens of Plato’s “Allegory of the Cave” and argue that although the message of the “We the People” art installation is to illustrate democracy and freedom, its staticity may contradict its intent and adds an additional layer to its interpretation. The “We the People” art sculpture invites interaction, but interaction, like in Plato’s “Allegory of the Cave,” is limited in scope and perception. My exploration comes with questions about the meaning of cave dwelling and enlightenment. What is the meaning of “We the People” when equality is not something every citizen can take for granted? Are we then an enlightened society that think we have gained exit from cave dwelling when freedom and a particular interpretation of democracy is not designed for everyone?

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The Teaching Bioshelter: A Missing Resource for Sustainability Education

By Scott Stokoe

Abstract:  The new educational revolution of Educating for Sustainability needs to be taught in a new, revolutionary teaching space; a teaching bioshelter. Drawing on the five ecological principles of the Center for Ecoliteracy, this new teaching space should reflect ecocentric design principles, rather than the previous anthropocentric industrial designs of our current school and college classrooms and campuses. A solar-powered, living classroom, a system of systems, such as a teaching bioshelter, opens new educational horizons by providing continuously available and hands-on learning environments not currently available to the Educating for Sustainability (EfS) curriculum. Fortunately, the architectural and technical design work for these kinds of spaces was pioneered nearly 50 years ago by numerous cutting-edge research groups, such as the New Alchemy Institute. It is suggested that these two ecological flows, of design and education, be joined to enhance and expand the mission of Educating for Sustainability.

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Using sustainability education to enhance a sense of belonging and community among first-year college students

By Robin A. Lewis, Brandon B. Barile, Thomas E. Drennan and Robert Beutner

Abstract
On campuses across the world, faculty, staff, and administrators continue to wrestle with how best to foster a stronger sense of belonging and community among first-year college students. Research in the field of education for sustainability (EfS) suggests that utilizing a cohort-based approach to sustainability education can lead to a number of positive outcomes for participating students and the broader campus culture. Meanwhile, student affairs research demonstrates the value of living/learning communities (LLCs) in supporting undergraduate students as they transition to college. This paper showcases the experience of Hobart and William Smith Colleges in implementing a sustainability-themed LLC on its campus, highlighting how one institution is utilizing sustainability education to build community among first-year college students.

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O Grows, Community-Based Food Systems, and the Sustainability Compass

By Sean A. Forbes and Carey E. Andrzejewski

Abstract: This program feature documents our reflections on how the work of O Grows, is, or more accurately has become, increasingly sustainability-oriented. O Grows is a non-profit, community-university partnership with the mission to leverage the local capacity in service of community food needs. Specifically, we focus here on how engagement with an increasing number of sectors of the local food system, as we work toward this mission, has demonstrated a commensurate increase in alignment with the cardinal directions of the sustainability compass—attention to Nature, Society, Economy, and Wellbeing. We have realized, as O Grows has evolved, that keeping the program going and attending to sustainability are one and the same. As such, we argue the sustainability compass is a useful heuristic not only for reflection after-the-fact but also for partnership planning.

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Building a Foundation for Sustainable Principles: Case Studies of K-6 Green Ribbon Schools

By Linda H. Plevyak, Sara M. Tamsukhin and Randall Gibson

As schools provide students with choice, support the development of critical thinking skills and promote project-based learning, incorporating a focus on sustainability is a natural progression of the learning process. In 2012, the US Department of Education (DoE) developed a federal outreach initiative entitled Green Ribbon Schools (GRS) that promotes sustainability, healthy living, and collaborative efforts. The catalyst behind this initiative was a group of non-profit organizations, including the Center for Green Schools at the U.S. Green Building Council (USGBC). This research focuses on case studies of K-6 schools that have been awarded the Green Ribbon School designation and how these schools build a foundation for adopting and continuing sustainable principles. Specific K-6 schools were identified and teachers and administrators from those schools were interviewed as to how they incorporated the three pillars of green ribbon schools (reducing environmental impact, improving health and wellness and offering effective environmental and sustainability education) into their existing curriculum and physical structure. Nine thematic categories were found to be the driving factors that supported the GRS success in their sustainable policies. The themes from this research help to articulate the conditions needed to create and advance sustainability initiatives.

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Sustainability Education Case Studies: Developing a Sustainable Design Culture in Chinese Higher Education

By Lam Yan Yan and Duan Sheng Feng

Sustainable development and creative thinking have become central aspects of Higher Education in today’s multidisciplinary world. With the balance between learning and teaching priorities in mind, the Design Academy, Sichuan Fine Arts Institute and School of Design, Jiangnan University incorporated the author’s newly evolved teaching methodology — 3Ac: ‘Acknowledgment, Action and Accountability’ model of sustainable development and creativity — into its taught programs at all levels. The 3Ac model is a formative learning method for building the capabilities of individuals to create changes toward sustainable development.  This paper first defines the 3Ac design methodology (Acknowledgment, Action, and Accountability) in the context of sustainable development and education: Acknowledgment is the appreciation and recognition of the importance of sustainable development in the face of global challenges, with a particular focus on team effort, co-design and sharing findings and practices.  Action is the establishment of design strategy and action plans that consider not only the importance of intentions, goals, affordable and reachable resources but also a clear road map for achieving maximum efficiency when tackling the most challenging tasks.  Accountability deals with a growing understanding of the benefits of working together to tackle global challenges such as Corporate Social Responsibility (CSR) practices. The framework aims to develop students’ capabilities through case studies of undergraduate, graduate and continuing professional development of young designers. Based on evidence from the feedback and evaluation of action research, the research team plans to further refine the 3Ac design teaching methodology and create a model that can be implemented and scaled effectively with collaborative partners from the community, business and local government.

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Benefits of “Flip” Teaching Techniques in the Environmental Planning and Sustainability Classroom

By Stephen Buckman, K. David Pijawka, Matthew Gomez, Jonathan Davis, Adenike Opejin and Yousuf Mahid

Breaking though to millennials in the classroom is becoming an important objective for all educators. These students demand more from their learning experiences and many traditional education techniques are often ineffective. One technique that holds potential is “Flip” education, a unique active learning approach. Although Flip is normally associated with the hard sciences, this paper presents a case study that demonstrates its effectiveness in the social sciences, specifically an upper division undergraduate environmental/sustainability planning class. Two important takeaways from this study include: 1) that teaching must be more student-centered, allowing students to take more control of their own education as assigned material be available before the fixed class time so as to allow class time for more active learning; and 2) Students report improved learning when Flip experiential methods are used in conjunction with some form of standard professor lectures. 

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Finding the Math in the Mountains: Place-based Learning in the Mountains of Southwest Virginia

By Heather Askea

Abstract: The purpose of this article is to provide key aspects and learning outcomes associated with the Math of the Mountains Project. Math of the Mountains was a year long grant project that engaged 60 K12 mathematics teachers in the key concepts and applications of place-based learning and mathematics instruction. Through online coursework and peer support, a four-day immersive field experience, and teacher led field experiences, participants applied elements of PBL to create lesson activities that support real-world learning and problem solving scenarios.

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School gardening as a means to influence pupils’ nutritional attitudes and behavior: A study at general and vocational high schools in Vienna

By Thilo Rademacher, Friedrich Leisch, Valentin Fiala and Bernhard Freyer

Abstract: The impact of school gardening on nutritional attitudes and behavior regarding purchase and consumption of food is explored with pupils who participated in school gardens. The researchers of the recent study conceptualized a framework of potential factors influencing nutritional behavior based on empirical data with pupils from general and vocational high schools in Vienna. Three hundred and sixteen pupils, aged between 16 to 21, were interviewed in a cross-sectional study. The pupils who participated in school gardening are significantly better informed about sustainability than the pupils who did not. There is a significant difference between pupils who took part in school gardening and those who did not, regarding their self-assessment towards their connection to nature and sustainability. The total consumption of vegetables has increased within the families of participating pupils by 17%. School gardening seems to promote pupils’ reflection on their own diet as well as foster a favorable attitude towards a healthy and sustainable diet. We conclude that the implementation of school gardening has a significant positive impact on pupils’ attitude and behavior towards sustainable diets.

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Sulitest®: A Mixed-Method, Pilot Study of Assessment Impacts on Undergraduate Sustainability-related Learning and Motivation

By Alicia M. Mason

Abstract: A United Nations international collaboration between the Education for Sustainable Development (ESD) and the Principles for Responsible Management Education (PRME) resulted in the creation of Sulitest® (aka Sustainability Literacy Test) an open, online training and assessment tool freely available to higher education institutions globally. This study analyzes the effectiveness of the newly developed Sulitest® to not only measure sustainability literacy of higher education student populations, but also act as a catalyst for boosting affective learning outcomes by: (a) generating interest in sustainability-related issues, (b) improving sustainability-related understandings, and (c) enhancing students’ interests in the subject matter. In order to do so we present a two-phase, exploratory mixed-method pilot study. Preliminary results from this pilot study reveal Sulitest is a useful tool for not only assessing sustainability literacy but also spurring student interests and motivations in sustainability-related subject matters. Findings, discussion and limitations are provided.

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Taking Sustainability Personally: The Impact of Teaching Sustainability Agency on Learning

By Lisa Papania

Abstract: Students are transformed when they realize that their theory-based actions have real and meaningful impact. Student learning outcomes are enhanced when they realize this impact. This is important, because the topic of sustainability involves a huge amount of grim data about the state of the planet and our impending demise; and an urgent call for action to make positive impact. To enable my MBA students to take action, I designed an experiential, action-research and transformational pedagogical approach; and a mixed-methods study to assess if/ how students engaged with, and learned or cared about sustainability when it was delivered at the level of personal impact and personal action. I found that making sustainability personal did not cause alienation, but did significantly contribute to learning and caring in all students in the course. However, students’ comfort with uncertainty moderated their perceptions of learning, which provides insight for how to improve the course in the future.

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Developing, Piloting, and Factor Analysis of a Brief Survey Tool for Evaluating Food and Composting Behaviors: The Short Composting Survey

By Jennie Norton, Becky Pearson, David Gee and Nicole Stendell-Hollis

Abstract: Household composting is a practical sustainable behavior which should be further investigated. The Short Composting Survey was developed for use during the Compost Project pilot study to measure the knowledge, values, barriers, and social norms surrounding composting (n=25). The purpose of this research was to describe the testing and refining of the survey tool for the pilot study. Statistical analyses included calculating the Index of Item-Objective Congruence (IIOC) values and conducting a confirmatory factor analysis following administration of the survey. Nine respondents assisted with survey tool development by completing the IIOC, and values ranged from 0.29 to 0.66 which indicated that all of the survey questions matched more than one construct. The factor analysis resulted in a three-factor solution with a cumulative loading of 71.2%, meaning that these identified factors contributed 71.2% of the variance in responses. Factor 1 (“Values”) proved to be the strongest factor, explaining 36.6% of the variance, whereas Factor 2 (“Social Norms”) explained 20.04%, and Factor 3 (“Barriers”) had 14.6%. This survey may be useful for future food composting and sustainability-related research efforts.

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The Development of Citizen Educators at a Remote Graduate Science Education Program

By Cliff Harbour

Abstract: This paper describes and explains findings from an exploratory, interpretative qualitative case study that examined how a residential graduate program in science education, based in a wilderness area, supported the development of citizen educators. Data collection over a three-year period included 16 in-depth interviews with administrators, faculty, and graduate students; observations of class activities and campus community meetings; and document analysis of curriculum materials. Analysis of the data revealed how the culture of the campus community encouraged students to become citizen educators.

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A Pedagogical Framework for the Design and Utilization of Place-Based Experiential Learning Curriculum on a Campus Farm

By Julia L. Angstmann, Amber J. Rollings, Grant A. Fore and Brandon H. Sorge

Abstract: Campus agriculture projects are increasingly being recognized as spaces impactful to student engagement and learning through curricular and co-curricular programming; however, most campus farm activities are limited to agriculture or sustainability programs and/or co-curricular student clubs. Thus, campus farms are largely underutilized in the undergraduate curriculum, marking a need to explore the efficacy and impact of engaging a diverse array of disciplinary courses in the rich social, environmental, and civic context of local sustainable agriculture. The Farm Hub program presented here incentivizes instructors to refocus a portion of existing course content around the topic of local, sustainable agriculture, and reduces barriers to using a campus farm as a situated learning context for curricula. A pedagogical framework founded in place-based experiential learning (PBEL) theory was developed to guide instructors in the development and implementation of 4–6-week inquiry-based PBEL modules embedded in existing courses. The framework was converted into a research protocol to quantify program implementation fidelity and PBEL best practice adherence for the proposed lesson plans (intended) and their implementation (applied). The framework enables the development of a cohesive cross-curricular program so that the impact of implementation fidelity and best practice adherence to student learning outcomes in scientific literacy, place attachment and meaning, and civic mindedness can be assessed and the results utilized to develop a formal farm-situated PBEL pedagogical taxonomy. This framework can be applied to PBEL curriculum in natural spaces beyond campus farms.

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Interacting Pedagogies: A Review and Framework for Sustainability Education

By Jason Papenfuss, Eileen Merritt, David Manuel-Navarrete, Scott Cloutier and Bonnie Eckard

Abstract: Although the Decade of Education for Sustainable Development (2005–2014) was a period of rapid pedagogical revitalization and innovation, much sustainability education today is still delivered using transmissive and instrumental pedagogies common across higher education. Now that the field has integrated many of the insights from the decade, students and facilitators should continue innovating along themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. This paper presents a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) in sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. The authors begin by reviewing the evolution of sustainability education and transformative learning theory prior to introducing the framework. The paper concludes with a vision of sustainability education that incorporates contemplative pedagogies as essential methods in a field in need of cultivating hope, resilience, and emergence.

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Media Strategies Impacting Millennials’ Sustainable Apparel Purchase Intention

By Lauren (Reiter) Copeland

Abstract: With apparel and textile production finding itself a leader in social and environmental responsibility issues, the call to action to influence purchase intention for sustainable and responsible apparel is necessary to both the environment and humankind. Literature supports the connection between consumer knowledge of social issues within the apparel and textile industry and purchase behavior. Cowan and Kinley (2014) identify attitudes as the strongest predictor for purchasing environmentally sustainable apparel. This study looks at the interjection of a type of popular and accepted medium, film, as a possible catalyst to knowledge and attitude change in millennial consumers regarding responsible apparel. This is an exploratory quantitative research study to explore possible future directions of how to impact sustainable purchase intentions of millennials in a consumer driven society. A total of 128 participants from a large Midwest university took part in the study during spring and fall 2016. This study found that millennial consumers had significant change in their purchasing behavior regarding responsible apparel. They also considered themselves more knowledgeable regarding the topic. However, their change in attitudes was not towards being more concerned with what was happening in the industry nor their willingness to sacrifice price and style for responsible apparel.

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“Writing makes it easier to relate to the Environment” – The Valuable Role of the Composition Classroom in our Threatened Environment

By Yasmin Rioux

Abstract: The author examines the role and influence of a place-based Environmental Literature and Writing class on her undergraduate students’ perception of their personal position within their immediate and extended environments. Further, the author aims at gaining a better understanding of what course elements the students found particularly valuable and effective in the realization of their agency within our environmental context, and what role writing played in the students’ reflections and examinations of the complex relationships between self, nature, and matters pertaining to sustainability and the future of our natural habitats. By assessing student writing, collecting questionnaires, and conducting open-question interviews, the author explores her students’ impressions and experiences of navigating global and local environmental issues through a Humanities-based course.

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Creative Social Stewardship, Artistic Engagement, and the Environment

By Cara Hagan and Theresa Redmond

Abstract: This article describes an innovative, grant-funded symposium for creative social stewardship that sought to blend the triad of art, education, and the natural environment through a focus on socio-cultural sustainability and community engagement. The purpose of this article is to share foundational information related to the origins of the symposium, describe the tenants of community arts initiatives, feature a session snapshot, and discuss the value of creative social stewardship as a part of daily practice. We conclude by making recommendations for future endeavors in cultivating creative social stewardship conferences or initiatives, ultimately promoting the idea that collaborative, community-based and arts-focused events might inspire reflection on connection, nature, and creativity in ways that nurture sustainability.

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Using Sustainability as a Framework for Marketing Curricula and Pedagogy

By Shikha Upadhyaya, Mine Üçok Hughes and H. Rika Houston

Abstract: As noted by a growing number of marketing scholars, the importance of educating marketing students on sustainability should be an important objective for marketing educators and business schools alike. The focus of sustainability-based marketing education is on the greater good of the environment and society, while adjusting internal and related external processes to sustainability principles. In this conceptual paper, we adopt a broadened definition of sustainability distinct from the narrow understanding of Corporate Social Responsibility (CSR) adopted by the business world in general and make recommendations for using this broadened definition to reframe marketing curricula and pedagogy. We give specific examples of assignments and pedagogical approaches for four core marketing courses as well as four marketing electives. By doing so, we hope to foster a new marketing mindset and a new generation of marketing practitioners who embrace, internalize, and practice sustainability holistically.

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The Community Food Forest Handbook: A Review

By Clare Hintz

“The Community Food Forest Handbook: How to Plan, Organize, and Nurture Edible Gathering Places” by Catherine Bukowski and John Munsell is a rare edition to the literatures of permaculture and agroecology: it foregrounds sociocultural dimensions in the context of ecological design. 

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Development of an Energy Literacy Measure for Middle School Students

By R. Justin Hougham, Chad Gotch, Jennifer A. Schon, Karla Eitel and Danica Hendrickson

Abstract: Energy literacy, defined by the DOE, “is an understanding of nature and role of energy in the universe and in our lives” and, “…is also the ability to apply this understanding to answer questions and solve problems” (U.S. Department of Energy, 2013). Energy literacy is continuously evolving with the development of new feedstocks, technologies, and processes – all of which contribute to the changing landscape of energy production and use. In order for energy education to evolve with the energy field, better tools are needed to assess educational programs. The assessment discussed here is a step towards developing such an assessment for bioenergy.

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An Urban Nature Center: Take 2. My Journey to Sustainability Education in Rebuilding a Nature Center

By Brenda Walkenhorst

An Urban Nature Center: Take 2. My Journey to Sustainability Education in Rebuilding a Nature Center

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A Research Coordination Network’s Impact on Sustainability Open Education

By Hong Xu

Abstract: The research coordination network (RCN) – Climate, Energy, Environment and Engagement in Semiarid Regions (CE3SAR) is a NSF funded five-year project (2012 to 2016, extend to 2017). One goal of the RCN CE3SAR project is to enhance sustainability education in South Texas. To achieve this goal, the RCN CE3SAR steering committee adopted two strategies: creating learning objects and supporting open education. This article reports the process and methods of creating and publishing RCN CE3SAR sustainability learning objects as open education resources.

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Environmental Sustainability Education at Three Elementary Schools

By Lauren Madden and Rachel DiVanno

Though often considered an area of importance and emphasis, the enactment of Environmental Sustainability Education can vary considerably across schools and settings. This study used a narrative approach to tell the story of Environmental Sustainability Education at three schools within a 10-mile radius of our institution: a public charter school, a public school with a magnet STEM program, and a private Friends school. Our findings are discussed using the NAAEE’s Essential Underpinnings of Environmental Education, and shed light on possible future direction for pre- and in-service teacher education in Environmental Sustainability Education.

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Teaching Sustainability: Recommendations for Best Pedagogical Practices

By Heather Burns, Sybil S. Kelley and Heather Spalding

Although sustainability has become an important focus in higher education, there is a need for understanding how sustainability competencies can be cultivated in college and university courses and programs. This article argues that learners who are to become capable of affecting holistic sustainable change, transforming values and culture, healing the earth and human communities, and designing creative solutions, must have the opportunity to engage in learning processes that reflect these learning outcomes. We outline key elements of sustainability pedagogy and suggest best pedagogical practices for designing engaging and holistic sustainability learning.

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Socially Engaged Art and Agriculture: Experimenting with Extension

By Lucas Ihlein, Laura Fisher, Kim Williams and Simon Mattsson

Abstract: Solutions to environmentally damaging human practices require cooperation between many different communities. This article explores sustainability-focused education through the lens of a current work-in-progress, Sugar vs the Reef?, which involves collaboration between sugarcane farmers and artists in the arable catchment of the Great Barrier Reef in North Queensland. This is a socially engaged art project that is addressing the fraught relationship between the region’s agriculture and the fragile ecology of the Reef. We introduce some of the specific aspects of socially engaged art (SEA) which commend it as a cross-disciplinary method for bridging diverse individuals and organisations – in particular, the notion of a “holding environment” for complex socio-ecological situations. We consider how this approach might broaden the agricultural practice of “extension” which aims to transform farming through educational outreach. Ideas emerging from contemporary socially engaged art practice may contribute to a toolkit for researchers and practitioners within and beyond the academy who are searching for ways to overcome the limitations of current methodologies and movements for social change.

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How Matching Systems Thinking with Critical Pedagogy May Help Resist the Industrialization of Sustainability Education

By Andrew Bernier

Abstract: This theoretical and conceptual article explores the connection between systems design in education, specifically curriculum design, and critical pedagogy, the educational adaptation of critical theory. The author presents the well-established concept of how the industrial standardization of education stems from the imposing of linear structures onto curricular design, inherently suppressing students and communities to have greater control on their educational experience. While there have been great gains in sustainability education, it is self-defeating to the systems thinking nature of sustainability to have sustainability instruction follow traditional linear formats. The author discusses some essential concepts to systems thinking and systems design, and then explores many of the preeminent authors of critical pedagogy and their respective viewpoints. In the discussion, the author interweaves how a systems approach to curriculum design can help meet calls made by critical pedagogy theorists, possibly alleviating some of the oppressive curricular norms assumed by industrialized linear education.

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Indigenous Sustainabilities: Decolonization, Education, and Collaboration at the Ojibwe Winter Games

By B. Marcus Cederström, Tim Frandy and Colin Gioia Connors

Abstract: In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games—an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games—we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture.

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Gratitude as Ceremony: A Practical Guide to Decolonization

By Kahsto’sera’a Paulette Moore and Tehahenteh Frank Miller

Abstract: Throughout 2016 and 2017 more than 300 Indigenous nations from around the globe united on the plains of North Dakota, where Standing Rock affinity camps provided space for native prophecy and ceremony to play out in ways meaningful to our modern times. Standing Rock protection actions made clear to all what we’ve known for centuries: Indigenous peoples’ relationship to the natural world provides a powerful antidote to the prevailing madness that insists nature and people are expendable as long as money is being made. Within our own Rotinonhsyón:ni (Iroquois) nations the act of gratitude is at the heart of our key ceremony that connects us to our Earth as it dissipates this violent culture.

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The White Kid at the Native American Camp

By Ron Riekki

The White Kid at the Native American Camp

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Indigenizing Sustainabilities, Sustaining Indigeneities: Decolonization, Sustainability, and Education

By Tim Frandy

Abstract: Decolonization is a multifaceted and complex process, involving a wide range of concepts, including the restoration of Indigenous lands to Indigenous control, improved recognition of tribal sovereignty, strengthening of Indigenous worldviews and knowledge traditions, cultivating cultural responsiveness in education and health care, aligning research methods with Indigenous cultural priorities and values, and more.

This special issue of the Journal of Sustainability Education on the topic of Decolonization and Sustainability Education reflects many of these diverse projects. The issue is inclusive of Indigenous and allied voices, of academic and Indigenous discourses, of large-scale political actions and—what Jeff Corntassel calls—“everyday acts of resurgence.” The selections are arranged in ways that center Indigenous voices and the work on the ground that reinforces Indigenous sustainabilities and Indigenous-centered pedagogies.

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Our Ways: Culture as the Heart of the Indian Community School

By Carol Ann Amour, Anthony Brazouski, Jason Dropik, Jacob Jones and Mark Powless

Abstract: Since the 1990s research has been telling us that indigenous students do better in school when they are connected to their cultures. Our experience affirms studies concluding that students who have strong connections to their culture are more resilient and have a stronger sense of efficacy.

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An Experience in Environmental Education with University Students

By Raúl Calixto Flores

The educational experience described in this article was developed in the course “Social and Cultural Contexts of Teaching” for the Sociology of Education bachelor’s degree at the National Pedagogical University, Mexico. In this course, students are expected to develop favorable attitudes toward the environment. The student’s defined environmental problems made a diagnosis and elaborated a case study, to discuss concrete solutions in their community. The educational experience included several moments: framing, joint planning of individual and group activities, and development of the case study. The balance of the results of the course was favorable; the group learned to work cooperatively, mutual trust prevailed within the teams, group agreements were respected, the group goal was clearly defined, and a case study was delineated and developed.

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Una Experiencia En Educación Ambiental Con Estudiantes Universitarios

By Raúl Calixto Flores

La experiencia educativa que se describe en este artículo se desarrolló en el curso “Contextos sociales y culturales de la enseñanza” de la licenciatura de Sociología de la Educación en la Universidad Pedagógica Nacional, México. En este curso, se espera que los estudiantes desarrollen actitudes favorable hacia el medio ambiente; los estudiantes delimitaron problemas ambientales, hicieron un diagnóstico y elaboraron un estudio de caso, para discutir soluciones concretas. Desde el reconocimiento de la crisis ambiental y un problema ambiental específico, los estudiantes desarrollan un estudio de caso de un problema ambiental de su comunidad. La experiencia educativa comprende varios momentos: encuadre, planificación conjunta de actividades individuales, grupales y desarrollo del estudio de caso. El balance de los resultados del curso fue favorable; el grupo aprendió a trabajar de forma cooperativa, prevaleció la confianza mutua dentro de los equipos, se respetaron los acuerdos grupales, se definió claramente el objetivo del grupo y se delineó y desarrolló un estudio de caso.

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Learning Sustainable Cultural Safety in a Crowded, Warming World

By Alexander Lautensach and Sabina Lautensach

Among all the pressing needs for educational innovations that we face today, arguably the most imperative is the need to elicit learners’ active collaboration towards a ‘Great Transition’ into a secure and sustainable future for humanity. Among the numerous challenges that this endeavour entails, the anticipated arrival of unprecedented numbers of climate refugees will severely challenge the capacities of host institutions to maintain human security – connecting to a second pressing need, namely to promote and maintain cultural safety for newcomers and hosts. We focus on the question how compatible those two educational projects might be. To what extent could a Transition curriculum include and inform a curriculum for cultural safety, and how could a curriculum devoted to the principles of decolonisation internalise the need for living within our means? Neither one can be successful without the other. In general the two educational projects are reconcilable and inform and reinforce each other. However, some specific objectives of the Transition curriculum, mainly in the affective domain, require careful attention to cultural differences and reasoned compromise.

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Community-based learning: An Amazing tool used by college students to build tiny houses for the homeless

By Linda Pope

Abstract: Two tiny houses were constructed for the homeless at Dignity Village, Portland, Oregon, by Portland Community College students in two sustainability courses over 6 terms, using different approaches. By engaging the business community at large, various non-profits, parents of the students, and residents of the homeless village, the idea of community-based learning (CBL) was embraced by the instructor. CBL created an environment in which lack of experience and wide cultural variation were transformed into a cooperative community of inspiration.

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Ancient Wisdom, Modern Times: Decolonizing Education Paradigms in a Southwestern Tribal Community

By Carrie Calisay Cannon

Abstract: For millennia, education for the Hualapai Tribal people was learned through intergenerational lessons taught with the family. This provided younger generations with the skills and knowledge needed to thrive in harsh desert environments. Over the past centuries tribal education has undergone numerous transitions. For the past twelve years the Hualapai Ethnobotany Youth Project has implemented an intergenerational learning program with the elders and youth of the tribal community to instill the centuries old knowledge that could only have been obtained through generations of experience. The program looks to new ways in modern times to teach the old ways in maintaining the continuity of knowledge that only the grandparents can remember.

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Stories of Place: Ojibwe Knowledge and Environmental Stewardship in the Northwoods

By Eleva Potter and Jerry Jondreau

Ojibwe education is used at Conserve School, an environmental semester school, to help high school students better understand diverse perspectives on stewardship and to explore the history, cultures and place of the Northwoods of Wisconsin. In the Environmental Stewardship class, students learn about indigenous history, culture and environmental perspectives from a local Ojibwe forester. The students use this perspective to help them appreciate their place at Conserve School and explore their own environmental ethics. Students also participate in Ojibwe seasonal celebrations to better comprehend how place and people are interrelated.

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Building an Indigenous Traditional Ecological Knowledge Initiative at a Research University: Decolonization Notes from the Field

By Michelle Jacob and Hobie Blackhorn

Abstract: In this article, we discuss the importance of Indigenous traditional ecological knowledge as the foundation of sustainability education, and we describe the need for, and successful efforts to, begin building an Indigenous Traditional Ecological Knowledge initiative at a research university. We share the guiding theoretical framework of our work, and the three goals of the initiative. We note the tensions involved in crafting a vision statement that a diverse group of faculty, staff, and students can all uphold in our collective work. We conclude with a description of our next planned steps for the initiative, and our hopes that this work will help decolonize sustainability education.

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Upstream

By Anna Metcalfe

Upstream is an art project that builds connections and circulates stories among people who are linked to teach other through a common watershed. Experiences and memories about water are collected and shared through conversations over tea. Over time, these stories will help build common ground in communities where water can be a divisive issue.

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A creative vision of sustainability: How informal educational avenues may impact change

By Rachel J. Eike, Sissy Osteen and Erin Irick

A sustainably-minded and technology-driven 2032 scenario was created to illustrate subtle attitudes and habits of characters based upon their collegiate informal learning and leadership experiences while earning an undergraduate degree. The creative scenario suggests that, based upon findings from a SLfSD (student leaders for sustainable development) study, leadership components may be identified and cultivated through informal educational avenues (i.e. student organization involvement) to help communicate and transition others to think and act in more environmentally-minded manners. The objective of the study was to explore the leadership components (leadership roles, personal capacities, and styles) of SLfSD. Quantitative, multivariate regression analysis of purposive sampling of student attendees of the 2013 AASHE (Association for the Advancement of Sustainability in Higher Education) revealed interesting influencers of leadership styles and personal capacities, including the interaction of gender, age, ethnicity, and leadership role (aspiring vs. formal leaders). This research suggests that SLfSD possess dynamic capacities and preferences that can impact the necessity for and effectiveness of sustainability-focused programming.

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Determining Essential Components of a College-level Bioenergy Curriculum in the United States Using the Delphi Technique

By Kimi Grzyb, Brian Hartman and Katharine Field

In order to develop bioenergy into a viable industry capable of providing valuable energy and employment, there is an immediate need for a workforce prepared for the impending challenges of this emerging, interdisciplinary industry. To meet this need, it is necessary to identify and prioritize the topics that should be included in a college-level bioenergy curriculum. We implemented a three-round Delphi study to determine components of a college bioenergy curriculum in the US, by establishing consensus among a panel of American bioenergy experts. Round One consisted of a single open-ended question: Keeping in mind the future of a commercial bioenergy industry, what content knowledge should a student have upon completion of a college-level bioenergy curriculum? Responses were qualitatively coded into themes, and experts were asked to rate the importance of each theme using a five-point Likert-type scale during subsequent rounds. The final round resulted in 13 themes: Energy Basics, Types of Bioenergy, Environmental Impacts (including Life Cycle Analysis), Current Technologies, Societal Issues, Logistics, Policy, Biomass Composition, Non-Bioenergy-Specific Fundamentals, Biomass Production, Conversions, Bioenergy Market, and Business-Related Knowledge. Results will be used to bolster the existing bioenergy education initiative at Oregon State University, and can provide guidance to other institutions in the US and abroad interested in developing similar bioenergy education programs.

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Children of Change: An Experiment in Producing Visual Climate Messaging for Parents and Caregivers

By Erica Ramsey Pulley

For my culminating master’s project, I attempted to apply carefully selected theories and research to guide the production of a five-minute video trailer for a potential future documentary titled Children of Change. The video project endeavors to illustrate the myriad ways families and children in the United States are impacted by climate change, including proximity to the processes that contribute to climate change such as fossil fuel extraction, transport, and consumption; how the climate issue is inextricably tied to and will continue to exacerbate existing systems of oppression at home and around the world; and how our children’s health and future well-being are most at risk. Children of Change also documents how parents, youth, and families are engaged in the fight for their lives.
Video can be viewed at: https://vimeo.com/226170224

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Embodying education: performing environmental meanings, knowledges, and transformations

By José Castro-Sotomayor, Jeff Hoffmann, Melissa Parks, Maggie Siebert, Mariko Thomas and Tema Milstein

This essay presents an exploration of a wide spectrum of current ecocultural relations through the creative methodology and expression of performance. We present a script of a performance inspired by a seemingly simple prompt for a pedagogical free write exercise “When I say ‘nature,’ I mean…” The goal of the free write exercise is to illuminate and open up for questioning and transforming our cultural assumptions, embodied meanings, and social constructions associated with the idea of “nature.” The authors/performers reflect about the process of creation and their intimate struggles with environmental ideologies often hidden behind the veil of common sense, political posturings, or disciplined concealments. As an art form, performance allows engagement with imaginations that emerged as radical, thus insinuating the need for a more nuanced and free scholarship, as well as for embracing performance as liberating pedagogic activism.

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Cultivating Change: A Cross-Age Arts, Literacy, and Sustainability Project

By Joyce Kinkead, Andrea Melnick and Olivia Webb

This essay describes a project in which a 4th grade class joined forces with a university class to study and produce as theatre Paul Fleischman’s Seedfolks, an inspiring story of a diverse group of community residents who transform a vacant urban lot into a wonderful community garden. In addition to the arts component, the two teachers unexpectedly found an opportunity to encourage sustainability of education when their students embarked on a pen pal correspondence.

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